Transitioning preclinical students into clerkships amidst curricular disruptions from the COVID-19 pandemic.
Med Educ Online
; 26(1): 1996216, 2021 Dec.
Article
in English
| MEDLINE | ID: covidwho-1493437
ABSTRACT
The COVID-19 pandemic resulted in significant disruptions to medical education. The patient care space was unavailable as a learning environment, which compounded the complexity of preparing students for clerkships with a traditional transition to clerkship (TTC) curriculum. We developed a multimodal, structured approach to re-introduce students to the clinical space prior to the start of clerkships. 105 second year medical students completed a 4-week clinical enhancement course. A modified Delphi method was used to select core topics, which were then anchored to key Entrustable Professional Activities (EPAs). Students participated in 9 virtual problem-based cases, workshops and multiple supervised patient encounters. Students were surveyed before, during, and after the course; responses were compared with paired t-tests. 25.9% rated the course as excellent, 44.2% as very good, and 19.5% as good. Compared to baseline, self-perceived efficacy grew significantly (P < 0.05) across all EPAs. Improvements in key competencies were sustained when students were surveyed 2 weeks into their first clerkship. This was a well-received, novel course, focused on helping students transition back into the clinical space through a multimodal teaching approach. This framework may be used by other institutions seeking to restructure their TTC initiatives.
Keywords
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Main subject:
Students, Medical
/
Clinical Clerkship
/
COVID-19
Type of study:
Experimental Studies
/
Observational study
/
Prognostic study
/
Qualitative research
Limits:
Humans
Language:
English
Journal:
Med Educ Online
Journal subject:
Education
Year:
2021
Document Type:
Article
Affiliation country:
10872981.2021.1996216
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